31:19 Learning problems can be effectively overcome in most children by intensive training that targets brain processing accuracy & speed: THE KEY NEUROLOGICAL SKILLS THAT SUPPORT FACILE LANGUAGE AND READING.

32:45 There is (of course) great variation in the richness of environments, and in the consequent elaboration of the brain machinery of individual children (and adults). Too much is credited to (blamed on) genetics.

33:16 The great disparities in language exposure (of course) powerfully influence a child’s school-house performance in the language and reading (A 30 million word gap). Hart and Risley, 1995.

33:50 differences in the nature of the interactions between the child and the adult: approbations: affirmatives (2:1 vs 1:6)
affirmative: Stop that shit, Billy! Don’t do that, Billy!
approbation: Way to go, Mary! Nice job, Mary!

35:55 going forward, when children enter high school, we know that children from these 2 great divisions in society are going to be about 5 years separated in their reading ability

36:40 Limitations can be overcome in most children, by intensive training that corrects their neurology

Exercises are “game-like” (engaging, fun, rewarding)

37:55 Proficiency in reading: taking the child to 70 percentile (so, 70% of children in American schools aren’t proficient)

52:55 What is the magnitude of this improvement? Cognitive ability in older individuals by this training takes about 40 hours. Translates to improvement of your overall cognitive performance by about 11 years.